Early Reading Strategies R-K-9 Reinforce phonemic awareness through selection of print materials, recommendations of print materials for teachers to use with students, and read-aloud activities with students. R-K-10.4 Help build student understanding of concepts of print during shared reading by identifying key parts of a book: front and back, print, illustrations. R-1-10.4 Help build student understanding of concepts of print during shared reading by identifying key parts of a book: front and back, print, illustrations, title, author, illustrator. Reading Fluency and Accuracy R-[1-8]-11 Calls attention to and models accuracy and fluency when reading aloud by reading with phrasing and expression, and with attention to text features such as punctuation, italics, and dialogue. Vocabulary Strategies R-[K-4]-2 Reinforce decoding strategies taught in classrooms [activating prior knowledge, using context clues, asking questions, use of illustrations, identifying base words and prefixes/suffixes, using other resources such as dictionaries, thesauruses or glossaries] with groups and individual students by modeling, reading aloud, and direct teaching of appropriate use of print resources. R-[5-12]-2 Reinforce student use of decoding strategies taught in classrooms [activating prior knowledge, using context clues, asking questions, use of illustrations, identifying base words and prefixes/suffixes, using other resources such as dictionaries thesauruses or glossaries] with groups and individual students by modeling, reading aloud, and direct teaching of appropriate use of electronic and print resources. Breadth of Vocabulary R-[K-1]-3 Reinforce breadth of vocabulary [synonyms/antonyms, basic concept terms, categorizing, describing words] with groups or individual students by modeling, selection of print materials, recommendation of print materials for teachers to use with students, and reading aloud with students. R-2-3 Reinforce breadth of vocabulary [synonyms/antonyms, basic concept terms, categorizing, describing words, words in context of content] with groups or individual students by modeling, selection of print materials, recommendation of print materials for teachers to use with students, and reading aloud with students. R-3-3 Reinforce breadth of vocabulary [synonyms/antonyms, homonyms/homophones, basic concept terms, categorizing, describing words, words in context of content, words with multiple meanings] with groups or individual students by modeling, selection of print materials, recommendation of print materials for teachers to use with students, reading aloud with students, and direct teaching of appropriate resources such as the dictionary. R-[4-7]-3 Reinforce breadth of vocabulary [synonyms/antonyms, homonyms/homophones, basic concept terms, categorizing, describing words, words in context of content, words with multiple meanings, shades of meaning] with groups or individual students by modeling, selection of print materials, recommendation of print materials for teachers to use with students, reading aloud with students, and direct teaching use of related resources such as the dictionary and the thesaurus. March 2007 1
Initial Understanding of Literary Text R-[8]-3 R-[9-12]-3 R-K-4 R-1-4 R-2-4 R-3-4 Reinforce breadth of vocabulary [synonyms/antonyms, homonyms/homophones, basic concept terms, categorizing, describing words, words in context of content, words with multiple meanings, shades of meaning, or word origins, including words from other languages that have been adopted into our language] with groups or individual students by modeling, selection of print materials, recommendation of print materials for teachers to use with students, reading aloud with students, and direct teaching use of related resources such as the dictionary and the thesaurus. Reinforce breadth of vocabulary [synonyms/antonyms, homonyms/homophones, basic concept terms, categorizing, describing words, words in context of content, words with multiple meanings, shades of meaning, analogies, idioms, or word origins, including words from dialects or other languages that have been adopted into our language/standard English] with groups or individual students by modeling, selection of print materials, recommendation of print materials for teachers to use with students, reading aloud with students, direct teaching use of related resources such as the dictionary and the thesaurus, and brainstorming for alternative search terms and subject headings. reading aloud by identifying characters in a story, responding to simple question about the book s content, and generating questions during read-alouds. reading aloud by identifying characters and setting in a story, retelling the story, responding to simple questions about the book s content, generating questions before, during and after read-alouds, distinguishing between literary and informational texts, and identifying literary devices as appropriate to genre [rhyme, or repeated language]. reading aloud by describing characters, setting, problem/solution, and major events in a story, retelling the key elements of a story in order, generating questions before, during and after read-alouds, distinguishing various genres of literary text[poetry, plays, realistic fiction, fairy tales, fables, tall tales, or fantasy] and identifying literary devices as appropriate to genre [rhyme, repeated language, or dialogue]. reading aloud by describing characters, setting, problem/solution, major events, and plot in a story, paraphrasing or summarizing the key ideas/plot of a story in order, generating questions before, during and after reading, identifying the characteristics of various genres of literary text[poetry, plays, realistic fiction, fairy tales, fables, tall tales, or fantasy] and identifying literary devices as appropriate to genre [rhyme, alliteration, dialogue, or description]. March 2007 2
R-4-4 R-5-4 R-6-4 R-7-4 reading aloud by describing characters, setting, problem/solution, major events, and plot in a story, identifying significant changes in characters over time, paraphrasing or summarizing the key ideas/plot of a story in order, generating questions before, during and after reading, identifying the characteristics of various genres of literary text[poetry, plays, realistic fiction, fairy tales, fables, tall tales, fantasy, folktales, historical fiction] and identifying literary devices as appropriate to genre [rhyme, alliteration, simile, dialogue, or description]. reading aloud by describing characters, setting, problem/solution, major events, and plot in a story, identifying significant changes in characters over time, paraphrasing or summarizing the key ideas/plot of a story in order, generating questions before, during and after reading, identifying the characteristics of various genres of literary text[poetry, plays, realistic fiction, fairy tales, fables, tall tales, fantasy, folktales, historical fiction, mysteries] and identifying literary devices as appropriate to genre [rhyme, alliteration, simile, dialogue, imagery, or simple metaphors]. reading aloud by describing characters, setting, problem/solution, major events, and plot in a story, identifying significant changes in characters or setting over time, paraphrasing or summarizing the key ideas/plot of a story in order, generating questions before, during and after reading, identifying the characteristics of various genres of literary text[poetry, plays, realistic fiction, fairy tales, fables, tall tales, fantasy, folktales, historical fiction, mysteries, science fiction, myths, legends] and identifying literary devices as appropriate to genre [rhyme, alliteration, simile, dialogue, imagery, simple metaphors, flashback, onomatopoeia, repetition, or idioms]. reading aloud by describing characters, setting, problem/solution, major events, and plot in a story, identifying significant changes in characters or setting over time, or identifying rising action, climax or falling action, paraphrasing or summarizing the key ideas/plot of a story in order, generating questions before, during and after reading, identifying the characteristics of various genres of literary text[poetry, plays, realistic fiction, fairy tales, fables, tall tales, fantasy, folktales, historical fiction, mysteries, science fiction, myths, legends, short stories] and identifying literary devices as appropriate to genre [rhyme schemes, alliteration, simile, dialogue, imagery, metaphors, flashback, onomatopoeia, repetition, idioms, or personification]. March 2007 3
Analysis & Interpretation of Literary Texts/Citing Evidence R-8-4 R-[9-12]-4 R-K-5 R-1-5 R-2-5 reading aloud by describing characters, setting, problem/solution, major events, or plot /subplots, identifying significant changes in characters or setting over time, or identifying rising action, climax or falling action, paraphrasing or summarizing the key ideas/plot of a story in order, generating questions before, during and after reading, identifying the characteristics of various genres of literary text[poetry, plays, realistic fiction, fairy tales, fables, tall tales, fantasy, folktales, historical fiction, mysteries, science fiction, myths, legends, short stories, epics (poems, novels, dramas)] and identifying literary devices as appropriate to genre [rhyme, alliteration, simile, dialogue, imagery, simple metaphors, flashback, onomatopoeia, repetition, idioms, personification, or hyperbole]. Reinforce reading strategies by having students demonstrate understanding of elements of literary text by identifying, describing or making logical predictions about characters (such as protagonist or antagonist), setting, problem/solution, major events, or plot /subplots, identifying significant changes in character, relationships or setting over time, or identifying rising action, climax or falling action, paraphrasing or summarizing the key ideas/plot of a story in order, generating questions before, during and after reading, identifying the characteristics of various genres of literary text[poetry, plays, realistic fiction, fairy tales, fables, tall tales, fantasy, folktales, historical fiction, mysteries, science fiction, myths, legends, short stories, epics, novels, dramatic presentations, comedies, tragedies, satires, parodies, memoirs, epistles] and identifying literary devices as appropriate to genre [rhyme, alliteration, simile, dialogue, imagery, simple metaphors, flashback, foreshadowing, onomatopoeia, repetition, idioms, personification, or hyperbole, symbolism, allusion, diction, syntax, bias, or point of view]. elements of literary texts read aloud citing evidence (including the use of illustrations) to support predictions about what might happen next and identifying the characteristics of main characters. elements of literary texts read aloud citing evidence (including the use of illustrations) to support predictions about what might happen next, identifying the characteristics of main characters, and making inferences about the text. elements of literary texts read aloud citing evidence (including the use of illustrations) to support logical predictions about what might happen next, identifying the characteristics of main characters, making inferences about the text, identifying the author s basic message, identifying possible motives of main characters, and recognizing explicitly stated states causes and effects. March 2007 4
R-3-5 R-4-5 R-5-5 R-[6-7]-5 elements of literary texts read aloud citing evidence (including the use of illustrations) to support logical predictions about what might happen next, describing the physical characteristics, personality traits of main characters, providing examples of thoughts, words, or actions as evidence, making inferences about problem, conflict or solution, identifying who is telling the story, identifying the author s basic message, identifying possible motives of main characters, and recognizing explicitly stated states causes and effects. elements of literary texts read aloud citing evidence (including the use of illustrations) to support logical predictions about what might happen next, describing the physical characteristics, personality traits of main characters, providing examples of thoughts, words, or actions as evidence, making inferences about problem, conflict or solution, identifying who is telling the story, identifying the author s basic message or theme, identifying causes and effects, including possible motives of characters. elements of literary texts read aloud or booktalked citing evidence (including the use of illustrations) to support logical predictions about what might happen next, describing character s physical characteristics, or interactions, or their changes over time, providing examples of thoughts, words, or actions as evidence, making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text and identifying the narrator, identifying the author s message or theme, identifying causes and effects, including possible motives of characters. elements of literary texts read aloud or booktalked citing evidence (including the use of illustrations) to explain or support logical predictions about what might happen next, describing character s traits, motivation or interactions of main characters, or their changes over time, citing thoughts, words, or actions as evidence, making inferences about cause/effect, external conflicts (e.g. person vs. self, person vs. person, person vs. nature/society/fate), or the relationship among elements (plot, character, setting) within text and identifying the narrator, identifying the author s message or theme, identifying causes and effects, including possible motives of characters. March 2007 5
R-8-5 R-[9-12]-5 R-4-6 R-5-6 R-6-6 R-7-6 R-8-6 elements of literary texts read aloud or booktalked citing evidence (including the use of illustrations) to explain or support logical predictions about what might happen next, describing characterization (e.g. stereotype, antagonist, protagonist), motivation or interactions of main characters, or their changes over time, citing thoughts, words, or actions as evidence, making inferences about cause/effect, external conflicts (e.g. person vs. self, person vs. person, person vs. nature/society/fate), or the relationship among elements (plot, character, setting) within text and identifying the narrator, identifying the author s message or theme, identifying causes and effects, including possible motives of characters. Reinforce classroom teaching by having students analyze and interpret elements of literary texts during literary criticism units and booktalks citing evidence (including the use of illustrations) to explain and support logical predictions or logical outcomes (e.g. drawing conclusions based on interactions between characters or evolving plot) about what might happen next, examining characterization (e.g. stereotype, antagonist, protagonist), motivation or interactions (including relationships) of characters, or their changes over time, citing thoughts, words, or actions as evidence, making inferences about cause/effect, external conflicts (e.g. person vs. self, person vs. person, person vs. nature/society/fate), or the relationship among elements (plot, character, setting, theme, symbolism/characterization) within text and identifying the narrator, identifying the author s purpose (e.g. to entertain, inform, or persuade) message or theme, identifying causes and effects, including possible motives of characters. Reinforce and model how to analyze and interpret author s craft, demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration) to interpret intended meanings. Reinforce and model how to analyze and interpret author s craft, demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration) to analyze literary works. Reinforce and model how to analyze and interpret author s craft, demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration, simile, metaphor, foreshadowing, suspense, rhyme, alliteration, dialogue, flashback, onomatopoeia, repetition, or idioms) to analyze literary works. Reinforce and model how to analyze and interpret author s craft, demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration, simile, metaphor, foreshadowing, personification, suspense, rhyme schemes, alliteration, simile, dialogue, flashback, metaphors, onomatopoeia, repetition, or idioms) to analyze literary works. Reinforce and model how to analyze and interpret author s craft, demonstrating knowledge of author s style or use of literary elements and devices (i.e., imagery, exaggeration, simile, metaphor, foreshadowing, personification, hyperbole, symbolism, or use of punctuation, suspense, rhyme schemes, alliteration, simile, dialogue, flashback, metaphors, onomatopoeia, repetition, or idioms) to analyze literary works. March 2007 6
Initial Understanding of Informational Text R-10-6 R-12-6 R-K-16 R-[1-4]-16 R-5-16 R-[6-12]-16 R-[K-1]-7.1 R-2-7.1 R-[3-4]-7.1 R-[5-12]-7.1 R-[K-2]-7.2 Reinforce and model how to analyze and interpret author s craft, demonstrating knowledge of author s style or use of literary elements and devices (i.e., imagery, exaggeration, simile, metaphor, foreshadowing, personification, hyperbole, symbolism, analogy, allusion, diction, syntax, or use of punctuation, suspense, rhyme schemes, alliteration, simile, dialogue, flashback, metaphors, onomatopoeia, repetition, or idioms) to analyze literary works. Reinforce and model how to analyze and interpret author s craft, demonstrating knowledge of author s style or use of literary elements and devices (e.g., simile, metaphor, point of view, imagery, exaggeration, simile, metaphor, foreshadowing, personification, hyperbole, symbolism, analogy, allusion, diction, syntax, or use of punctuation, suspense, rhyme schemes, alliteration, simile, dialogue, flashback, metaphors, onomatopoeia, repetition, or idioms) to analyze literary works and examining author s style or use of literary devices to convey theme. Reinforce and model reading strategies by having students generate a personal response to what is read aloud by making connections to personal experience, or prior knowledge. Reinforce classroom teaching of reading strategies by having students generate a personal response to what is read aloud by making connections to personal experience, prior knowledge, or other texts. Reinforce classroom teaching of reading strategies by having students generate a personal response to what is read aloud by making connections to personal experience, prior knowledge, or other texts, providing relevant details to support conclusions made. Reinforce classroom teaching of reading strategies by having students generate a personal response to what is read aloud by making connections to personal experience, prior knowledge, or other texts, providing relevant details to support conclusions made or judgments (interpretive, analytical, evaluative, or reflective). Reinforce and teach initial understanding of informational texts read aloud by using text features such as title and illustrations. Reinforce and teach initial understanding of informational texts by using text features (e.g. title, table of contents, glossary, charts, graphs, diagrams, illustrations, and index). Reinforce and teach initial understanding of informational texts and electronic interfaces by using imbedded features (e.g. title, table of contents, bold or italicized text, headings, subheadings, graphic organizers, glossary, charts, graphs, diagrams, illustrations, frames, hyperlinks, navigation keys and index). Reinforce and teach initial understanding of informational texts and electronic interfaces by obtaining information from text features (e.g. title, table of contents, bold or italicized text, headings, subheadings, graphic organizers, glossary, index,charts, graphs, diagrams, illustrations, frames, hyperlinks, navigation keys, maps, diagrams, tables, captions, timelines, citations, transitional devices, or cross-references). Reinforce and teach initial understanding of informational texts by using explicitly stated information to answer questions. March 2007 7
R-[3-6]-7.2 R-[3-12]-7.2 R-2-7.3 R-3-7.3 R-4-7.3 R-[5-7]-7.3 R-[8-12]-7.3 R-[K-12]-7.4 R-1-7.5 R-2-7.5 R-3-7.5 Reinforce and teach initial understanding of informational texts by using information from the text to answer questions related to main idea or details. Reinforce and teach initial understanding of informational texts by using information from the text to answer questions; to state the main/central ideas; to provide supporting details; to explain visual components supporting the text; or to interpret maps, charts, timelines, tables or diagrams. Reinforce and teach initial understanding of informational texts by locating and recording information to show understanding when given an organizational format (e.g. T-chart, Venn diagram, graphic organizer, concept map). Reinforce and teach initial understanding of informational texts by organizing information to show understanding (e.g. representing main/central ideas or details within text through charting or mapping) Reinforce and teach initial understanding of informational texts by organizing information to show understanding (e.g. representing main/central ideas or details within text through charting, mapping, paraphrasing or summarizing). Reinforce and teach initial understanding of informational texts by organizing information to show understanding (e.g. representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting). Reinforce and teach initial understanding of informational texts by organizing information to show understanding or relationships among facts, ideas, and events (e.g. representing main/central ideas or details within text through charting including flowcharts), mapping, paraphrasing, summarizing, comparing/contrasting, or outlining). Reinforce and teach initial understanding of informational texts by generating questions before, during, and after read alouds to activate schema and enhance recall. Reinforce and teach initial understanding of informational texts by distinguishing between literary and informational texts. Reinforce and teach initial understanding of informational texts by distinguishing among a variety of types of text (e.g. dictionaries, encyclopedias, glossaries, magazines, content trade books, biographies, newspapers, instructions, announcements, library online catalog interface, Internet websites, recipes). Reinforce and teach initial understanding of informational texts by identifying the characteristics of a variety of types of text (e.g. dictionaries, thesauruses, encyclopedias, almanacs, atlases, glossaries, magazines, content trade books, biographies, autobiographies, newspapers, instructions, announcements, library online catalog interface, Internet websites, online database interfaces, recipes). March 2007 8
Analysis and Interpretation of Informational Texts/Citing Evidence R-4-7.5 R-5-7.5 R-[6-7]-7.5 R-[8-12]-7.5 R-[K-1]-8 R-[2-3]-8.1 R-[4-6]-8.1 R-[7-10]-8.1 R-[12]-8.1 R-1-8.2 Reinforce and teach initial understanding of informational texts by identifying the characteristics of a variety of types of text (e.g. dictionaries, thesauruses, encyclopedias, almanacs, atlases, glossaries, magazines, content trade books, biographies, autobiographies, diaries, journals, newspapers, instructions, announcements, advertisements, pamphlets, library online catalog interface, Internet websites, online database interfaces, recipes). Reinforce and teach initial understanding of informational texts by identifying the characteristics of a variety of types of text (e.g. dictionaries, thesauruses, encyclopedias, almanacs, atlases, glossaries, reports, magazines, content trade books, biographies, autobiographies, diaries, journals, newspapers, instructions, announcements, advertisements, pamphlets, library online catalog interface, Internet websites, online database interfaces, recipes, menus). Reinforce and teach initial understanding of informational texts by identifying the characteristics of a variety of types of text (e.g. dictionaries, thesauruses, encyclopedias, almanacs, atlases, glossaries, reports, magazines, content trade books, biographies, autobiographies, public documents and discourse, essays, articles, diaries, journals, newspapers, instructions, announcements, advertisements, pamphlets, library online catalog interface, Internet websites, online database interfaces, recipes, menus). Reinforce and teach initial understanding of informational texts by identifying the characteristics of a variety of types of text (e.g. dictionaries, thesauruses, encyclopedias, almanacs, atlases, glossaries, reports, magazines, content trade books, biographies, autobiographies, public documents and discourse, essays, articles, diaries, journals, newspapers, instructions, announcements, advertisements, pamphlets, schedules, library online catalog interface, Internet websites, online database interfaces, recipes, menus). telling what was learned and making basic inferences. connecting information within a text. connecting information within a text or across texts. explaining connections about information within a text, across texts, or related to ideas. Reinforce and teach analysis and interpretation of informational text(which may include technical writing), citing evidence as appropriate, by explaining connections among ideas across multiple texts. identifying the topic of the text or explaining the title. March 2007 9
R-2-8.2 R-3-8.2 R-[4-6]-8.2 R-[7-12]-8.2 R-[1-2]-8.3 R-3-8.3 R-4-8.3 R-[5-6]-8.3 R-7-8.3 recognizing generalizations about the text (e.g. identifying appropriate titles or main/central ideas). recognizing generalizations about the text (e.g. identifying appropriate titles, assertions, or controlling ideas). synthesizing information within or across texts (e.g. constructing appropriate titles; or formulating assertions or controlling ideas). synthesizing and evaluating information within or across texts (e.g. constructing appropriate titles; or formulating assertions or controlling ideas). making basic inferences or drawing basic conclusions. making basic inferences, drawing basic conclusions, or forming judgments/opinions about central ideas that are relevant. drawing inferences about text, including author s purpose (e.g. to inform, explain, entertain) or message; or drawing basic conclusions, or forming judgments/opinions about central ideas that are relevant. drawing inferences about text, including author s purpose (e.g. to inform, explain, entertain, persuade) or message; or drawing basic conclusions, or forming and supporting judgments/opinions and assertions about central ideas that are relevant. drawing inferences about text, including author s purpose (e.g. to inform, explain, entertain, persuade) or message; or using supporting evidence to form or evaluate judgments/opinions and assertions about central ideas that are relevant. March 2007 10
Comprehension Skills and Strategies R-[8-12]-8.3 R-2-8.4 R-[3-5]-8.4 R-6-8.4 R-[7-10]-8.4 R-12-8.4 R-[2-8]-8.5 R-[10-12]-8.5 R-[5-8]-8.6 R-[10-12]-8.6 R-K-12 R-1-12.1 drawing inferences about text, including author s purpose (e.g. to inform, explain, entertain, persuade) or message; or explaining how purpose may affect the interpretation of a text; or using supporting evidence to form or evaluate judgments/opinions and assertions about central ideas that are relevant. identifying facts presented in text. distinguishing fact from opinion. distinguishing fact from opinion, and identifying possible bias/propaganda. distinguishing fact from opinion, and identifying possible bias/propaganda or conflicting information within or across texts. Reinforce and teach analysis and interpretation of informational text(which may include technical writing), citing evidence as appropriate, by critiquing author s use of strategies to achieve intended purpose or message (e.g. to inform, explain, entertain, persuade) making inferences about causes and effects. making inferences about causes and/or effects. evaluating the clarity and accuracy of information. evaluating the clarity and accuracy of information (e.g. consistency,effectiveness of organizational pattern, or logic of arguments) Reinforce classroom teaching of reading when reading aloud by modeling how to monitor comprehension and strategy use for different types of text noticing when simple sentences fail to make sense and using pictures, syntax or repetitive language patterns to help predict upcoming words. Reinforce classroom teaching of reading when reading aloud by modeling how to monitor reading for meaning and self-correcting when an attempt to identify and predict words does not fit with cues provided by the print or context (e.g. syntax/language structure, semantics/meaning, picture). March 2007 11
R-[2-5]-12.1 R-[6-8]-12.1 R-[10-12]-12.1 R-[K-1]-13 R-2-13 R-3-13 Reinforce classroom teaching of reading comprehension when reading aloud by modeling how to use a range of self-monitoring and self-correction approaches (e.g. predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/language structure, semantics/meaning, or other context cues (e.g. pictures), etc.) Reinforce classroom teaching of reading comprehension and strategy use by modeling how to use a range of self-monitoring and self-correction approaches (e.g. predicting and confirming, rereading, adjusting rate, subvocalizing, consulting resources, questioning, using flexible note taking/mapping systems, skimming, scanning, using syntax/language structure, semantics/meaning, or other context cues (e.g. pictures), etc.). Reinforce classroom teaching of reading comprehension by modeling how to use a range of self-monitoring and self-correction approaches (e.g. predicting and confirming, rereading, adjusting rate, subvocalizing, consulting resources, questioning, skimming, scanning, using syntax/language structure, semantics/meaning, or other context cues (e.g. pictures), etc.). Reinforce classroom teaching of reading when reading aloud by modeling how to use comprehension strategies (flexibly and as needed) while listening to literary or informational text [e.g. using prior knowledge; predicting and making simple text-based inferences; generating clarifying questions; constructing sensory images (making pictures in one s mind); or making connections (text to self, text to text, text to world)]. Reinforce classroom teaching of reading by modeling how to use comprehension strategies (flexibly and as needed) while listening to or reading literary or informational text [e.g. using prior knowledge; predicting and making simple text-based inferences; determining importance; generating literal and clarifying questions; constructing sensory images (making pictures in one s mind); or making connections (text to self, text to text, text to world); or locating and using text features (e.g. headings, parts of the book)]. Reinforce classroom teaching of reading by modeling how to use comprehension strategies (flexibly and as needed) before, during and after listening to or reading literary or informational text [e.g. using prior knowledge; predicting and making simple text-based inferences; determining importance; generating literal and clarifying questions; constructing sensory images (making pictures in one s mind); or making connections (text to self, text to text, text to world); or locating and using text features (e.g. transition words, subheadings, headings, bold/italicized print, parts of the book)]. March 2007 12
Breadth of Reading: Reading Extensively and In Depth R-4-13 R-[5-8]-13 R-[10-12]-13 R-[3-12]-14 R-[3-12]-17 Reinforce classroom teaching of reading by modeling how to use comprehension strategies (flexibly and as needed) before, during and after listening to or reading literary or informational text [e.g. using prior knowledge; predicting and making simple text-based inferences; determining importance; generating literal and clarifying questions; constructing sensory images (making pictures in one s mind); or making connections (text to self, text to text, text to world); or locating and using text features (e.g. transition words, subheadings, headings, bold/italicized print, parts of the book); or using text structure clues (e.g. chronological, cause/effect, compare/contrast, proposition and support, description, classification) ]. Reinforce classroom teaching of reading by modeling how to use comprehension strategies (flexibly and as needed) before, during and after listening to or reading literary or informational text [e.g. using prior knowledge; predicting and making simple text-based inferences; determining importance; generating literal, clarifying, and inferential questions; constructing sensory images (making pictures in one s mind); or making connections (text to self, text to text, text to world); taking notes; or locating and using text features (e.g. transition words, subheadings, headings, bold/italicized print, parts of the book); or using text structure clues (e.g. chronological, cause/effect, compare/contrast, proposition and support, logical sequential, description, classification) ]. Reinforce classroom teaching of reading by modeling how to use comprehension strategies (flexibly and as needed) before, during and after listening to or reading literary or informational text [e.g. using prior knowledge; predicting and making simple text-based inferences; determining importance; generating literal, clarifying, and inferential questions; constructing sensory images (making pictures in one s mind); or making connections (text to self, text to text, text to world); taking notes; locating and using text discourse features and elements to support inferences and generalizations about information (e.g. vocabulary, text structure, evidence, format, use of language, arguments used); or using text structure clues (e.g. chronological, cause/effect, compare/contrast, proposition and support, logical sequential, description, classification) ]. Foster the habit of reading widely, extensively, with frequency, and from a wide range of genres and authors by reading aloud; discussing books with students informally; presenting booktalks; providing suggested reading lists; creating displays to stimulate interest; establishing book clubs; providing programming related to reading (e.g. book character contests, summer reading); promoting reading programs (e.g. Great Stone Face Award, Flume Award, Public Library reading programs). Foster participation in a literate community by teaching students to self-select reading materials aligned with their reading ability and personal interests and by engaging students in discussions about text, ideas and writing, encouraging them to discuss and recommend books and other materials as well as respond to the recommendations of others. March 2007 13
Breadth of Reading: Reading for Research Across Content Areas R-3-15 R-4-15 R-5-15 R-6-15 R-7-15 R-[8-12]-15 Collaborate with teachers to teach students to research by reading multiple sources (including print and nonprint texts) to report information by using resources provided and by identifying potential sources of information from those available; evaluating information presented in terms of relevance; gathering information and using a given structure (e.g. chart, diagram, outline, etc.) to organize it; and using evidence to support conclusions. Collaborate with teachers to teach students to research by reading multiple sources (including print and nonprint texts) to report information or to formulate a judgment by using resources provided and by identifying potential sources of information from those available; evaluating information presented in terms of relevance; gathering information and using a given structure (e.g. chart, diagram, outline, etc.) to organize it; and using evidence to support conclusions. Collaborate with teachers to teach students to research by reading multiple sources (including print and nonprint texts) to report information, solve a problem, or to formulate a judgment by identifying potential sources of information from those available ; evaluating information presented in terms of relevance; gathering, organizing and interpreting information and using a given structure (e.g. chart, diagram, outline, etc.) to organize it; and using evidence to support conclusions. Collaborate with teachers to teach students to research by reading multiple sources (including print and nonprint texts) to report information, solve a problem, make a decision, or to formulate a judgment by identifying potential sources of information ; evaluating information presented in terms of relevance; gathering, organizing and interpreting information and using a given structure (e.g. chart, diagram, outline, etc.) to organize it; and using evidence to support conclusions. Collaborate with teachers to teach students to research by reading multiple sources (including print and nonprint texts) to report information, solve a problem, make a decision, to formulate a judgment, or to support a thesis by identifying potential sources of information ; evaluating information presented in terms of relevance; gathering, organizing, analyzing, and interpreting information and using a given structure (e.g. chart, diagram, outline, etc.) to organize it; and using evidence to support conclusions. Collaborate with teachers to teach students to research by reading multiple sources (including print and nonprint texts) to report information, solve a problem, make a decision, to formulate a judgment, or to support a thesis by identifying and evaluating potential sources of information ; evaluating and selecting the information presented in terms of completeness and relevance and validity; gathering, organizing, analyzing, and interpreting information and using a given structure (e.g. chart, diagram, outline, etc.) to organize it; drawing conclusions/judgments and supporting them with evidence March 2007 14